Academic journal article Adult Learning

Caffarella, R. S., & Daffron, S. R. (2013). Planning Programs for Adult Learners: A Practical Guide

Academic journal article Adult Learning

Caffarella, R. S., & Daffron, S. R. (2013). Planning Programs for Adult Learners: A Practical Guide

Article excerpt

Caffarella, R. S., & Daffron, S. R. (2013). Planning Programs for Adult Learners: A Practical Guide (3rd ed.). San Francisco, CA: Jossey-Bass. 464 pp. ISBN 0470770376 (softcover)

Adult educators have long dreaded and cherished the challenging, yet absolutely necessary, activity of program planning. Without an integrated process of arranging disparate puzzle pieces to help navigate the turbulent waters of politics and logistics, organizations of adult and continuing education would likely operate as rudderless ships, blindly veering from learning objectives tied to limited resources. Rosemary Caffarella and Sandra Daffron (2013) make the challenging interactive planning process interesting, relevant, and effective in the third edition of the classic Planning Programs for Adult Learners.

Caffarella and Daffron (2013) are experienced adult education scholars-practitioners who have organized the text to interest both novice and expert program planners. The authors update the established interactive model of program planning with "classical and current descriptions of the program planning process" (p. xxii). By likening the program planning process to swimming in an ocean, Caffarella and Daffron draw readers' interest and link the content to personal experiences. Beginners will find the integrated, 11-element model intriguing, in particular its flexibility and streamlined description. In addition, premium content, accessible with an e-mail address and password, offers learners the opportunity to immerse themselves in the material.

The book presents the interactive model of program planning with the intent that the reader will apply the model in relevant work settings. In this new edition, the authors have reviewed the assumptions that frame the model and its components; therefore, practitioners can readily use it in their own contexts and cultures. For example, Caffarella and Daffron (2013) question assumptions in five areas that significantly affect contemporary planning. These factors form the base categories of key tasks in the model: technology, adult learning, cultural differences, relationship building, and power and interest. Although the model differs from former versions, the essence remains the same: Planning is not a sequential activity but an interactive process patterned off the situation. Caffarella and Daffron preserve and present this essential meaning in a practical manner for application. …

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